Grade 3 Fine Arts Oklahoma Standards

Connecting (CN)

Responding (RE)

Creating (CR)

Performing (PR)

Compare the relationships expressed in a dance to relationships with others. Explain how they are the same or different.

Observe a dance that communicates a perspective about a topic or event. Identify and explore key aspects through movement. Share findings through oral, written, or movement forms. Discuss how the findings deepen understanding of the topic/event.

Find a relationship between a dance movement and the culture, society, or community from which the dance is derived. Explain what the movements communicate about the key aspects of the culture, society, or community including those of Oklahoma American Indian Tribes and communities.

Experiment with a variety of self-selected stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences) for movement.

Explore manipulations of the elements of dance as tools to find a solution to a movement problem.

Identify and experiment with choreographic devices to create simple movement patterns and dance structures (e.g., AB, ABA, theme and development).

Develop a dance phrase expressing and communicating an idea or feeling. Discuss the effect of the movement choices.

Revise movement choices in response to feedback to improve a short dance study. Describe the differences the changes made in the movements.

Depict directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

Identify and demonstrate movements initiated by distal ends (fingers/toes). Apply constructive feedback from the teacher.

Introduce an awareness of body alignment and core support while executing body shapes and movement characteristics in a dance sequence.

Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space while exploring levels, directions, and pathway designs.

Identify foods beneficial for before and after physical activity.

Present three-dimensional shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.

Fulfill specified duration of time with improvised locomotor and non-locomotor movements. Differentiate between “in time” and “out of time” to music. Perform movements that are the same or of a different tempo to accompaniment.

Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.

Identify the main areas of a performance space using stage directions.

Explore simple technical elements (e.g., costumes, props, music, scenery, lighting, media) for a dance performed for an audience in a designated performance space.

Identify a movement pattern that creates a theme in a dance work.

Demonstrate and explain how one dance form is different from another or how one cultural movement practice is different from another.

Select specific context cues from movement. Use appropriate terminology to explain how they relate to the main idea of the dance.

Identify dance movements from different styles or cultural movement practices. Using appropriate terminology, describe ways in which they are alike and different.

Synthesize and relate knowledge and personal experiences to make dance.

Relate dance ideas and works with societal, cultural and historical contexts to deepen understanding.

Generate and conceptualize dance ideas and work.

Organize and develop dance work.

Refine and complete dance work.

Develop and refine dance techniques and work for presentation.

Select, analyze, and interpret dance for presentation.

Convey meaning through the presentation of dance.

Perceive and analyze dance.

Construct meaningful interpretations of dance.

Apply criteria to evaluate dance.

Connecting (CN)

Responding (RE)

Performing (PR)

Creating (CR)

Use personal experiences and knowledge to make connections to community by reading, listening to, and performing stories from a variety of cultures through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Identify and explain connections between drama/ theatre works and personal, societal, cultural, and historical context.

Identify and explain connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the Oklahoma American Indian Tribes.

Adapt grade-appropriate stories, texts, pictures, and real people or fictional characters as sources for guided drama, devised drama, and theatrical works.

Conceptualize and sequence a unified piece of drama/ theatre by engaging in guided drama experiences using developmentally appropriate literature and proposing choices to enrich and help unify dramatic play or a guided drama experience.

Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, etc., and describe, illustrate, and/or physically arrange playing spaces.

Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements and using clear speaking, rate, fluency, expression, and appropriate vocabulary to impact the development of characters and story.

Create and communicate ideas, sequence events/plot, propose details, contribute dialogue, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

Demonstrate collaborative and interdisciplinary skills by working with peers and accepting the ideas of others to plan setting, technical elements, and other details for dramatic play or a guided drama experience.

Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, concentration.

Use the body to create and refine a vivid character by manipulating energy, gestures, shape, body language, and movement; use voice to create and refine a vivid character by manipulating volume, pitch, tone, rate, and clarity; and justify character choices.

Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, and costume pieces to help define characters and selecting or creating materials to be used for scenery, props, costumes, and sound effects supporting the story.

Demonstrate that there are multiple choices for aspects of drama/theatre work (movement, voice, set, etc.) and select supportable choices for setting, character, and technical elements.

Develop expertise by assuming roles in a variety of dramatic forms (e.g., dramatic play, guided drama, pantomime, tableau, puppetry, story enactment, reader’s theatre, musical theatre, developing and voicing characters using animation).

Identify the basic technical elements used in a drama/theatre work to create the most effective emotional impact and to convey meaning.

Present a non-exhibitional drama/theatre work with a defined purpose or intent.

Demonstrate audience skills of observing attentively, responding appropriately, understanding why artistic choices are made, and sharing personal responses in classroom dramatizations and developmentally appropriate theatrical performances viewed.

Identify the similarities and differences shared about what was enacted, seen, heard, and felt in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

Decide as a classroom community what makes a successful performance by developing and applying criteria to evaluate a drama/ theatre work.

Investigate how technical elements (e.g., costumes, props, sets, sound effects, etc.) may support a theme or idea in a drama/ theatre work.

Identify, discuss, and demonstrate appropriate audience or performer etiquette and give/receive constructive feedback for a variety of drama/ theatre experiences.

Synthesize and relate knowledge and personal experiences to drama/theatre.

Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.

Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.

Generate and conceptualize dramatic ideas and work.

Organize, develop, and rehearse dramatic ideas and work.

Revise, refine, and complete dramatic work.

Select, analyze, and interpret dramatic work for presentation.

Develop and refine dramatic techniques and work for presentation.

Convey meaning through the presentation of a dramatic work.

Perceive and analyze dramatic work.

Interpret intent and meaning in dramatic work.

Apply criteria to evaluate dramatic work.

Connecting

Responding

Producing

Creating

Use personal and external resources, such as interests, information, and models, to create media art.

Identify and show how media art form meanings, impact and shape culture, and provide opportunities for self-expression.

Identify how media art and ideas relate to everyday life and can influence values and behavior.

Examine and interact appropriately with media arts tools and environments, considering safety, rules (such as copyright), and fairness, including the personal and social responsibility of media creation and sharing.

Use appropriate vocabulary, develop, and share multiple ideas for media art using a variety of tools, methods, and/or materials.

Create, share, and test ideas, plans, and models to prepare for media arts productions.

Create, organize, and edit content into unified, meaningful media art utilizing discipline-specific elements and principles (e.g., movement, force, time, space, etc.).

Combine varied academic media content into unified media art.

Exhibit developing ability in a variety of artistic roles, such as making compositional decisions, using competency tools and techniques, and collaborating with others to produce media art.

Use creative and innovative strategies to develop media art.

Use tools and techniques to communicate in the production of media art.

Take on roles and processes in preparing, presenting, and distributing media art.

Analyze the presentation experience and share improvements for presenting media art.

Identify and describe how messages are created through the components of media art.

Recognize and share how meaning and style in media art affect audience experience.

Identify and discuss the purpose and meaning of various media art considering the context in which they were made.

Identify basic criteria for evaluating media art, considering possible improvements and context.

Synthesize and relate knowledge and personal experiences to make media art.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Generate and conceptualize media art ideas and work.

Organize and develop media art ideas and work.

Refine and complete media arts productions.

Select, analyze, and interpret media art for presentation.

Develop and refine media arts techniques and work for presentation.

Convey meaning through the presentation of media art.

Perceive and analyze media art.

Interpret intent and meaning in media art.

Apply criteria to evaluate media art.

Connecting (CN)

Responding (RE)

Performing (PR)

Creating (CR)

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize American music, including work songs, holiday songs, and patriotic music.

Identify music and instruments from different cultures.

Identify the elements of music, including:

Beat/Meter (meter in 2/4, 3/4, and 4/4)

Pitch (high/middle/low)

Tempo (andante, presto, accelerando, and ritardando)

Dynamics (mezzo forte/mezzo piano)

Melody (steps/skips/leaps and melodic contour)

Harmony (rhythmic and melodic ostinati, canons/rounds, major/minor, and partner songs)

Form (rondo and D.C. al fine)

Tone Color (classroom percussion instruments, identify instrument families of the orchestra, as well as some individual instruments, and timbre of solo versus an ensemble)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers, or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

Use an identified system of syllables, numbers, or letters to demonstrate basic notation on a staff:

Rhythmic (dotted half note, whole note, and whole rest)

Melodic (Pentatonic Scale)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns with voice or on pitched or unpitched traditional or non-traditional instruments.

Sing two-part rounds, partner songs, and ostinatos.

Sing or play an instrument in an appropriate range with acceptable tone quality.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

Respond with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

Compare students’ likes and dislikes of music of different styles while using appropriate terms to explain opinions.

Recognize the development of music from a social, cultural, and historical context.

Generate musical ideas through reading, notating, and/or interpreting music.

Present or demonstrate an existing musical work, formally or informally, with appropriate expressive and technical skills.

Respond to music while demonstrating respect for others’ music preferences and music performances.

Aesthetic Response & Critique Methodologies (ARCM)

Cultural and Historical Perspectives (CHP)

Production (P)

Creative Process (CP)

Demonstrate care and respect for personal artwork and the artwork of others.

Reflect on choices made in personal works of art and/or artworks from various periods and cultures.

Explore potential art related careers.

Select and collect personal works of art in a portfolio.

Compare and contrast works of art from various times, places, and cultures.

Explore ways that people have created artwork using available resources.

Discuss and explain an imaginative idea using elements of art and principles of design.

Demonstrate understanding of the importance of the elements of art in the development of artwork.

Explore and invent a variety of art-making techniques and approaches.

Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment in a manner preventing danger to oneself and others.

Elaborate and revise artwork on the basis of insights gained through reflection and/or discussion.

The student will identify creative thinking in artmaking. Identify techniques artists use to portray emotion.

Investigate and discuss diverse resources in creating works of art using a variety of subject matter utilizing a concept or theme.

Individually or collaboratively create works that represent places or objects that are part of everyday life.

Gain knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

Use supplies and tools in a safe and responsible manner to create original art.

Engage in art-making, applying knowledge of art-related vocabulary, materials, techniques, skills, and tools/technology.

Demonstrate thoughtfulness and care in the process of refining original artwork, determining when the work is complete.

Perceive, analyze, interpret, and evaluate artistic work.

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Learn and use vocabulary and concepts related to visual arts.

Practice and refine techniques and skills related to visual arts.Â

Apply concepts, vocabulary, techniques, and skills to make creative choices and practice individual expression.

Utilize a variety of ideas and subject matter in creation of original works of visual art.

Use different media, supplies, and tools in an appropriate and safe manner in the creation of original visual artworks.

Demonstrate appropriate skill level in the application of knowledge, techniques, skills, and concepts, through the creation of original visual artworks.

Revise and refine artworks to create finished works of art.